My name is Gina M. Saccoccio and am originally from Cranston Rhode Island. Currently, I am living in Coventry, RI, am married to my husband Mike and have two small girls ages 7 and 5. I graduated from the University of Rhode Island in August of 1992, with a BA in Speech Communication. After many years of working, I decided to go back to school for secondary education with a focus in general science. In my spare time, I enjoy playing tennis, going to the gym, shopping, dining-out and spending time with my family.
Teaching Portfolio
Teaching Philosophy - GinaS Unit plan link Catch My Drift
The purpose of this unit is to introduce students to the development of Continental Drift Theory, Plate Tectionics Theory, and the ideas/evidence behind the theories. Through the geologic history, students will trace the historical development from the idea of Continental Drift to Plate Tectonics by analyzing and interpreting data, maps, literary materials, scientific evidence and advances in technology. Students will apply concepts from previous material learned and make relationships/connections with continental drift and plate tectonics.(i.e. rock cycle, Earth's layers)
During this unit, students will play the role of detective and scientist. They will create a scientific/detective journal where students will incorporate evidence based explanations of continetal drift and plate tectonics from the past and present into their journals. Once students have gathered sufficient claims/evidence/explanations, they will distinguish the difference between Continental Drift and Plate Tectonics theories and explain how the scientific knowledge regarding these theories has changed over time. Once students have completed their scientific/detective journals, they will exit the unit by speculating/predicting what the continents will look like in the next 100 million years and the possible impact it will have on our society.
Student Teaching Information--N/A
A. First Student Teaching Placement
School: (If possible, link the name of your school to its context report )
Address: (If possible, include link to Google Maps directions from URI))
Principal:
Sci Dept Head/MS Team Leader:
Office secretary(s):
Custodian(s):
Who do you call when sick or dying?
What are the phone numbers?
Cooperating Teacher:
B. Second Student Teaching Placement
School: (If possible, link the name of your school to its context report )
Address: (If possible, include link to Google Maps directions from URI))
Principal:
Sci Dept Head/MS Team Leader:
Office secretary(s):
Custodian(s):
Who do you call when sick or dying?
What are the phone numbers?
Cooperating Teacher:
Gina M. Saccoccio
My name is Gina M. Saccoccio and am originally from Cranston Rhode Island. Currently, I am living in Coventry, RI, am married to my husband Mike and have two small girls ages 7 and 5. I graduated from the University of Rhode Island in August of 1992, with a BA in Speech Communication. After many years of working, I decided to go back to school for secondary education with a focus in general science. In my spare time, I enjoy playing tennis, going to the gym, shopping, dining-out and spending time with my family.
Teaching Portfolio
Teaching Philosophy - GinaSUnit plan link
Catch My Drift
The purpose of this unit is to introduce students to the development of Continental Drift Theory, Plate Tectionics Theory, and the ideas/evidence behind the theories. Through the geologic history, students will trace the historical development from the idea of Continental Drift to Plate Tectonics by analyzing and interpreting data, maps, literary materials, scientific evidence and advances in technology. Students will apply concepts from previous material learned and make relationships/connections with continental drift and plate tectonics.(i.e. rock cycle, Earth's layers)
During this unit, students will play the role of detective and scientist. They will create a scientific/detective journal where students will incorporate evidence based explanations of continetal drift and plate tectonics from the past and present into their journals. Once students have gathered sufficient claims/evidence/explanations, they will distinguish the difference between Continental Drift and Plate Tectonics theories and explain how the scientific knowledge regarding these theories has changed over time. Once students have completed their scientific/detective journals, they will exit the unit by speculating/predicting what the continents will look like in the next 100 million years and the possible impact it will have on our society.
Student Teaching Information--N/A
A. First Student Teaching Placement
School: (If possible, link the name of your school to its context report )Address: (If possible, include link to Google Maps directions from URI))
Principal:
Sci Dept Head/MS Team Leader:
Office secretary(s):
Custodian(s):
Who do you call when sick or dying?
What are the phone numbers?
Cooperating Teacher:
B. Second Student Teaching Placement
School: (If possible, link the name of your school to its context report )Address: (If possible, include link to Google Maps directions from URI))
Principal:
Sci Dept Head/MS Team Leader:
Office secretary(s):
Custodian(s):
Who do you call when sick or dying?
What are the phone numbers?
Cooperating Teacher:
Observations and Reflections--N/A